Modern Foreign Languages

In line with the Framework for Junior Cycle (2015), a new subject specification for Junior Cycle Modern Foreign Languages was introduced in schools in September 2017 as part of Phase 3 of the introduction of new subject specifications. The National Council for Curriculum and Assessment (NCCA) conducted an early insights review between February and March 2023 to gather feedback to evaluate and explore:

• how well the specifications get to the heart of the learning aspired to within each subject and more broadly within the Framework for Junior Cycle
• the assessment elements within each subject, as experienced by students and teachers
• how teachers are exercising their professional judgement to mediate the new specification in their schools and classrooms.

The report on the early enactment of JC MFL identified strengths and challenges. In response to the challenges identified in the report, NCCA will convene a Development Group to progress proposed revisions to the MFL specification. You can read the full report and brief below.

• Report on the early enactment of Junior Cycle Modern Foreign Languages and Brief for the revision of the curriculum specification

In line with the Framework for Junior Cycle (2015), a new subject specification for Junior Cycle Modern Foreign Languages was introduced in schools in September 2017 as part of Phase 3 of the introduction of new subject specifications. A revised specification for Junior Cycle Modern Foreign Languages was published in 2025. Both specifications can be accessed  here. 

2015 - 2016 Developments

The Junior Cycle Modern Foreign Languages Specification (2017) was developed in 2015 - 2016. The development process is outlined below. 

The background paper and consultation report for Junior Cycle MFL explores the development of the subject at junior cycle; highlights good practice at home and abroad; and to uses evidence-based research to inform the revision of the specification.

• Background Paper for Junior Cycle Modern Foreign Languages
• Brief for Junior Cycle Modern Foreign Languages

The MFL Development Group consists of the nominees from a range of education stakeholders including teacher and management bodies, Department of Education and Skills, and the State Examinations Commission. Reports of development group meetings can be accessed here.

• Report from MFL DG Meeting 1 and 2
• Report from MFL DG Meeting 3
• Report from MFL DG Meeting 4
• Report from MFL DG Meeting 5
• Report from MFL DG Meeting 6

2023 - 2024 Developments 

The Junior Cycle Modern Foreign Languages Specification (2025) was revised in 2023 - 2024. The development process is outlined below. 

The National Council for Curriculum and Assessment (NCCA) conducted an early insights review between February and March 2023. In response to the recommendations outlined in the report, a Development Group was convened in January 2024 to progress proposed revisions to the MFL specification. The full report and brief can be accessed below.

• Report on the early enactment of Junior Cycle Modern Foreign Languages and Brief for the revision of the curriculum specification

The MFL Development Group consists of the nominees from a range of education stakeholders including teacher and management bodies, Department of Education, and the State Examinations Commission. Reports of development group meetings can be accessed below: 

• Report from MFL DG Meeting 1
• Report from MFL DG Meeting 2 
• Report from MFL DG Meeting 3
• Report from MFL DG Meeting 4      

A public consultation on the draft specification for Junior Cycle Modern Foreign Languages took place from May 3rd until August 10th 2024. The report on the public consultation can be read below: 

• Report on the public consultation on the draft specification for Junior Cycle Modern Foreign Languages

The feedback from this consultation helped to inform the work of the Junior Cycle Modern Foreign Languages Development Group in finalising the  specification. Reports of development group meetings can be accessed below: 

• Report from MFL DG Meeting 5
• Report from MFL DG Meeting 6 

The curriculum specification for Junior Cycle Modern Foreign Languages has been informed by the educational aims and principles of the Common European Framework of Reference for Languages (CEFR) and its Companion Volume (CEFR CV).

What is the CEFR and CEFR CV? 
The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR), published in 2001, is part of the Council of Europe’s* continuing work to ensure quality inclusive education as a right of all citizens. The Common European Framework of Reference for Languages: Learning, teaching, assessment: Companion Volume CEFR CV, published in 2020, updates and extends the CEFR. It sets out to be a comprehensive and pedagogically neutral framework for language teaching, learning and assessment. It takes an innovative stance in seeing learners as language users and social agents and seeing language as a vehicle for communication rather than a subject to study. 

What is the action-oriented approach (AOA)? 
The methodological message of the CEFR is that language learning should be directed towards enabling learners to act in real-life situations, expressing themselves and accomplishing tasks of different natures. Thus, the criterion suggested for assessment is communicative ability in real life, in relation to a continuum of ability (Levels A1-C2). This implies that the teaching and learning process is driven by action, that it is action-oriented. It also clearly suggests planning backwards from learners’ real-life communicative needs, with consequent alignment between curriculum, teaching and assessment. 

What does the AOA look like in the classroom? 
At the classroom level, there are several implications of implementing the action-oriented approach. Seeing learners as social agents implies involving them in the learning process. It also implies recognising the social nature of language learning and language use, namely the interaction between the social and the individual in the process of learning. Seeing learners as language users implies extensive use of the target language in the classroom – learning to use the language rather than just learning about the language (as a subject). Seeing learners as plurilingual, pluricultural beings means allowing them to use all their linguistic resources when necessary, encouraging them to see similarities and regularities as well as differences between languages and cultures. Above all, the action-oriented approach implies purposeful, collaborative tasks in the classroom, the primary focus of which is some product or outcome (such as planning an outing, making a poster, creating a blog, designing a festival). 

What is the role of the learner and the teacher in this process? 
Both the CEFR descriptive scheme and the action-oriented approach put the co-construction of meaning (through interaction) at the centre of the learning and teaching process. This has clear implications for the classroom. At times, this interaction will be between teacher and learner(s), but at times, it will be of a collaborative nature, between learners themselves. The precise balance between teacher-centred instruction and such collaborative interaction between learners in small groups is likely to reflect the context, the pedagogic tradition in that context and the proficiency level of the learners concerned. In the reality of today’s increasingly diverse societies, the construction of meaning may take place across languages and draw upon user/learners’ plurilingual and pluricultural repertoires.**

Where can I find out more information on the CEFR and CEFR CV? 
The Council of Europe has developed resources to explain important key concepts such as the action-oriented approach, plurilingualism, learners as social agents and mediation. These resources along with other materials to support the use of the CEFR can be accessed here: https://www.coe.int/en/web/common-european-framework-reference-languages/ 

The NCCA have developed additional support materials on implementing the action-oriented approach. These materials can be found here: Modern Foreign Languages | Curriculum Online

* The Council of Europe is a political intergovernmental organisation founded in 1949 with its permanent headquarters in Strasbourg, France. Its mission is to guarantee democracy, human rights and justice in Europe. Today it serves 700 million people in 46 states. The Council of Europe aims to build a greater Europe based on shared values, including tolerance and respect for cultural and linguistic diversity. Further information on the Council of Europe's work to preserve and promote Europe's linguistic and cultural diversity can be accessed here: https://www.coe.int/en/web/language-policy/home      

** Source:https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4; p.29)